NESHAMINY SCHOOL DISTRICT

5-8 Study Work Group Final Report

May 2015

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5-8 Study Work Group Members – 2014/2015 Gloria Hancock Assistant Superintendent for Curriculum, Instruction and Assessment Irene Boyle Board Member Kathy Brewster Director of Arts and Humanities David Geanette Director, Math, Science & Technology Pam Haggerty Reading Specialist – Elementary John Iannacone Special Education Supervisor Stephen McAloon Staff Developer/Data Specialist - Secondary Mary Beth Tecce Staff Developer/Data Specialist – Elementary Jennifer Tesno Academic Coach Mathematics/ELA Nicole Zuberlis Academic Coach Mathematics/ELA

Elementary Judy Brown Principal, Joseph Ferderbar Elementary Stephanie Miguelez Principal, Pearl Buck Elementary Andre Modica Principal, Samuel Everitt Elementary Clarke Stoneback Principal, Albert Schweitzer Elementary Tracey Athey Teacher, Joseph Ferderbar Elementary Kati Burke Teacher, Lower Southampton Elementary Carol Gallagher Teacher, Oliver Heckman Elementary Kate Irizarry Teacher, Samuel Everitt Elementary Diane Lennon Teacher, Herbert Hoover Elementary Suzy Rittler Teacher, Albert Schweitzer Elementary Dawn Toth Teacher, Samuel Everitt Elementary Cindy Connolly Guidance Counselor, Walter Miller Elementary Giuliana Sophy Guidance Counselor, Samuel Everitt Elementary

Secondary Derek Albarran Assistant Principal, Carl Sandburg Middle Joann Holland Principal, Poquessing Middle Andy Sokol Principal, Maple Point Middle Bonnie Anderson Teacher, Maple Point Middle Lea Barr Teacher, Carl Sandburg Middle Denise Brad Learning Support Teacher, Poquessing Middle Thomas Brown Teacher, Poquessing Middle Janet Dougherty Business, Lead Teacher Josh Elliott Technology, Lead Teacher Neil French Teacher, Maple Point Middle David Heaney Social Studies, Lead Teacher Janine Kearns Reading Specialist, Maple Point Middle Jan King H & PE, Lead Teacher Debra Mueller Math, Lead Teacher James Pecuch Teacher, Poquessing Middle Joe Pimble Teacher, Neshaminy High School Sharon Pulford Teacher, Poquessing Middle Chris Richardson Teacher, Poquessing Middle Wendy Robson Teacher, Maple Point Middle School Brian Suter Science, Lead Teacher Connie Welke Teacher, Carl Sandburg Middle

Parent/Community William Abate Parent, Pearl Buck Elementary Stacy Kirsh Parent, Pearl Buck Elem. Karen Blumenfeld Parent, Pearl Buck Elementary Joanna Magee Parent, Oliver Heckman Elem Michelle DiCesare Parent, Joseph Ferderbar Elementary Michelle McIntyre Parent, Samuel Everitt Elem Christy Dougherty Parent, Samuel Everitt Elementary Liz Newell Parent, Oliver Heckman Elem Mindy Dransfield Parent, Joseph Ferderbar Elementary Stan Esposito Parent, Herbert Hoover Elementary Brenda Karaburk Parent, Maple Point Middle

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5-8 Study Work Group Final Report May 2015

Background & Overview:

The impetus for moving 5th grade to the middle school to create a 5-8 grade level configuration was to

address middle school capacity issues due to declining enrollment, facilitate restructuring of resources

to improve the delivery of middle school education due to a significant organization structural void that

was left when the District moved from a 6-9 to a 6-8 grade level configuration, budgetary constraints

and to make the most efficient use of the District’s buildings given this status.

In February 2014, the Neshaminy Board of School Directors requested the administration, led by

Superintendent Copeland, to examine the feasibility of implementing a 5-8 grade level configuration for

the 2014-15 school year. The administration spent the month of March researching and developing a

plan of action. Between March 3 and March 10, 2014, the Office of Curriculum, Instruction &

Assessment staff conducted telephone interviews of school districts (Upper Merion, Wilson Area

Intermediate, Tredyffrin/Easttown, Fleetwood & Williams), on-line reviews of selected neighboring

middle schools with similar school profiles and a 5-8 grade level configuration, and one on-site visit

(Wilson Area Intermediate School). The list below represents those high performing neighboring

schools with a 5-8 middle school grade configuration:

Sandy Run Middle School in Upper Dublin (93.5)

David E. Williams Middle School in Montour School District (92.6)

Wilson Area Intermediate School in Wilson Area School District (89.5)

Fleetwood Middle School in Fleetwood Area School District (89.5)

Fairview Middle School in Fairview School District (86.7)

Upper Merion Area Middle School in Upper Merion School District (86.3)

Tredyffrin/Easttown Middle School, Tredyffrin Easttown School District (96.2)

Summary notes from the telephone interviews and the on-line reviews are contained in the appendices.

Preliminary data collection work was also undertaken by Dr. Hancock; Dr. Heble, Director of Arts and

Humanities; and Mr. David Geanette, Director, Math, Science & Technology in terms of existing program

offerings, external 5-8 models and very early thinking about potential core components based on best

practices. The preliminary analysis of these three components is included in the appendices.

During the period of data collection work, Superintendent Copeland and Dr. Hancock, Assistant to the

Superintendent for Curriculum, Instruction & Assessment conducted an on-site visit to the Upper

Merion Area Middle School on March 10, 2014. They have had a 5-8 model since 1982; hence they are

at the forefront of this grade configuration and school transition to middle school.

When asked about the challenges faced, they responded, “Getting over our fears in general about 5th

graders in middle schools.” Regarding the opportunities, they said, “To look at not just expanded

education programming and clubs and activities, but to review the entire middle school program of

education and increase academic rigor and students’ social emotional learning.”

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A tour of the school afforded Superintendent Copeland and Dr. Hancock with an opportunity to interact

with the students, parent and teachers. All of them are very pleased with their 5-8 school and were able

to give concrete responses. The Upper Merion School District extended an invitation to have a team of

Neshaminy teachers, principals, parents and students visit their school for the day.

During the March 18, 2014, Board of School Directors’ meeting, Superintendent Copeland reported that

while the administration was capable of implementing a 5-8 grade configuration in the 2014-15 school

year, given the magnitude of this concept and scope of work, further development and transition time

for it to be successful should be carefully considered. He recommended that a 5-8 Study Group

comprised of the major stakeholders be convened to further develop a model and to provide

recommendations for the Board’s consideration by October 1, 2014.

Subsequently the Board of School Directors devoted several public work sessions, board meetings and

hearings to this topic in order to provide multiple opportunities for public input.

The Board of School Directors were unanimous in their decision and support of a district wide 5-8 Study

Group and directed that the work of this group look beyond moving grade 5 up to the middle school by

taking a comprehensive look at middle school education. Additionally, the Board delegated the on-going

review of work products to the Educational Development Committee, chaired by Ms. Irene Boyle and

supported by Mr. Mark Shubin and Mr. Anthony Sposato, members.

On April 3, 2014, the 5-8 Study Work Group was convened. It is chaired by Dr. Gloria Hancock and is

comprised of parents, teachers, and administrators (building level and central office).

The Charge:

Our collective charge was to review the research literature, assess 5-8 models in neighboring school

districts, identify best practices and develop recommendations for a plan for potential implementation

in the 2015-16 school year, subject to approval by the Board of School Directors.

Our inquiry focused on two key questions: What would an effective 5-8 middle school look like in

Neshaminy? How do we improve middle school overall?

To make the work more manageable the work group decided to divide the work into two phases. Phase

1 - Information Gathering and Analysis, projected timeline for completion, June 30, 2014. Phase 2 -

Comprehensive set of recommendations developed, projected timeline for completion, October 1, 2014.

Launching the Study:

To assist the 5-8 Study Work Group in its work, the District engaged the services of three different

experts in the field and shared the discussions with the broader school community through two public

forums in the evening, two day work sessions and a broadcast on Neshaminy school station on Cable TV,

FIOS Channel 43 and Comcast Channel 28.

The first in a series of 5-8 middle school public forums was held on April 15, 2014, at 6:30 P.M., during

the Educational Development Committee Meeting. Our first guest speaker was Mr. John Adiletto,

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Assistant to the Superintendent, Upper Merion Area School District. Upper Merion has similar

demographics to Neshaminy and has implemented an effective 5-8 model since 1982. Mr. Adiletto

shared his district’s experience in transitioning from a traditional middle school model to a 5-8 middle

school model. In addition to Mr. Adiletto, two guest speakers considered experts in the field were

tapped to further inform the work of this study group. They included: Dr. George P. White and Dr. Bena

Kallick.

George White, Ed. D has over a decade of experience in public education, most notably at the middle

grade level where he has served in a variety of roles—teacher, teacher team leader, assistant principal,

principal and assistant superintendent. He currently serves as a professor in Education Leadership,

Director of the Lehigh Valley University Middle Level Partnership and leads the Center for Developing

Urban Educational Leadership.

Dr. White has authored several publications and conducted numerous presentations on middle level

students, middle grade education and successful restructuring of middle school programming.

Bena Kallick, Ph. D is a private consultant providing services to school districts, state departments of

education, professional organizations, and public agencies throughout the United States and abroad.

Dr. Kallick is well known nationally, as well as, internationally for her work in curriculum, instruction and

assessment with an emphasis on organizational change. She has co-authored several scholarly works for

the Association of Supervisors of Curriculum Development (ASCD) on Assessment in the Learning

Organization (ASCD, 1998), the Habits of Mind series (ASCD, 2000), Strategies for Self-Directed Learning

(Corwin Press, 2004), Learning and Leading with Habits of Mind (ASCD, 2008), Habits of Mind Across the

Curriculum (ASCD, 2009) and Using Curriculum Mapping and Assessment to Improve Student Learning

(Corwin Press, 2009). Her works have also been translated into Dutch, Chinese, Italian, Hebrew, Arabic,

and Spanish.

Her work on cultivating and instilling, “Habits of Mind” which are the attitudes and dispositions

adolescents need, not to “successfully prepare for a test, but how to prepare for the tests of life.” The

Habits of Mind work has particular relevance for adolescents at the middle grade level which is a

tumultuous time where academic, social-emotional, and physical developmental growth intersect and

collide. This work focuses on understanding these young students’ frame of reference so that a culture

of learning and good character (citizen) traits can be built to best meet their needs holistically. It is

being implemented in over 300 schools.

http://www.nytimes.com/2007/05/12/education/12middle.html?pagewanted=all

Dr. Kallick has also served over a decade at Fairfield University, as the Director of the Teacher Center

and created an alternative high school and a children’s museum that served as a lab for teacher

development on new ways of teaching and learning.

In keeping with the Board of School Directors March 18, 2014 charge to the administration to look

beyond moving grade 5 up, the 5-8 Study Group has met several times this year to look at the current

middle school program offerings, examine which curricula and programs, structural components (e.g.

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staffing, schedule, time allocation, etc.) and support works best for this student population and what

would it look like to optimize everything we have in the District to support it.

On May 13, 2014, Dr. White and Dr. Kallick worked with the 5-8 Study Group on deepening

understanding of adolescent development and implications for school design and the value and

importance of this population developing habits of mind for school success and beyond. Copies of their

PowerPoint presentations are included in the appendices.

The diagram provided below illustrates the study group discussions and areas of focus for Phase 1.

Curriculum, Instruction & Assessment

Organizational

Structure Staffing

• Grade configuration

• Grouping patterns

• Time utilization

• Special services

• Content & Skills What

• Organization

• Instructional practices How

• Connections (Service Learning)

• Student exibitions of learning

• Technology integration

Society

Local

Community Needs

Desired Results Communication and quantitative skills

Working knowledge of technology

Complex thinkers

Self directed learners

Effective communicators

Informed citizens

Collabortative workers

Quality producers

• Select staff

• Role responsibility

• Professional Development

• Community Involvement

Student

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The 5-8 Study Work Group was broken down to smaller 6 member action teams to begin to work on

each of the major tasks as well as to identify non-negotiables necessary to complete the tasks.

Synthesize the research

Identify Effective Organization/Structures

Professional Development

Transition/Outreach Activities

Program of Studies (Curricula)

Internal/External School Visits

What the Research Says:

This literature review is based on peer-reviewed, empirical studies from the most recent decade.

Although an attempt was made to locate research focused on fifth grade students, this type of study is

rare due to the more prevalent middle school configuration of grades 6-8. Studies of older students,

however, were useful in providing information on the persistence of transition effects and how effects

may be related contextual factors.

Studies comparing students in middle schools with students of the same grade housed in elementary

schools or K-8 schools have found that achievement test scores decline, attendance drops, and behavior

problems increase after students transition to middle school, whether the transition is at grade 5, 6, or

7.1 The negative transition effects on academic achievement, attendance, and behavior seem to be

correlated to students’ age at the transition to middle school, with significantly greater negative effects

when the transition is at grade 5 than grade 6, and at grade 6 than grade 7.2 Furthermore, negative

middle school transition effects are not temporary, but persist into high school.3

Several middle school studies that found negative effects used K-8 schools as the comparison group,

leading to the conclusion that the negative effects are related to the middle school grade configuration

or transition rather than the exposure of younger grade 5-6 students to older grade 7-8 students.

Furthermore, one study focused specifically on comparing the academic performance of fifth grade

students in K-5 or K-6 elementary schools with grade 5 or grade 5-6 intermediate schools—all

configurations without grade 7-8 students. This study found fifth grade students in grade 5 or 5-6

schools to have significantly lower math scores than students in elementary schools.4

1 Philip J. Cook, et al., “The Negative Impacts of Starting Middle School in Sixth Grade,” Journal of Policy Analysis and Management 27, 1 (2008): 104–121; Jonah

E. Rockoff and Benjamin B. Lockwood, “Stuck in the Middle: Impacts of Grade Configuration in Public Schools,” Journal of Public Economics 94 (2010): 1051–

1061; Guido Schwerdt and Martin R. West, “The Impact of Grade Configurations on Student Outcomes Through Middle School and High School,” Journal of Public

Economics 97 (2013): 308-326.

2 Jonah E. Rockoff and Benjamin B. Lockwood, (2010); Guido Schwerdt and Martin R. West, (2013).

3 Philip J. Cook, et al., (2008): 104–121; Guido Schwerdt and Martin R. West, (2013).

4 Philip J. Cook, et al., (2008); Jonah E. Rockoff and Benjamin B. Lockwood, (2010).

4 Julie P. Combs, et al., “Academic Achievement for Fifth-Grade Students in Elementary and Intermediate School Settings: Grade Span Configurations,” Current

Issues in Education 14, 1 (2011): Retrieved from http://cie.asu.edu/

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The negative effects of student transitions to middle schools (or junior highs) have been reported since

the 1990s; however, at that time it was argued that these effects were due to inappropriate pedagogical

methodologies used by schools, rather than the grade configurations.5 To determine whether negative

middle school effects were related to pedagogical factors rather than grade configuration, one study

investigated conditions related to financial resources, class sizes, teacher quality, peer stability,

incidence of tracking, and focus on math and English, finding that none of these differed significantly by

grade configuration type.6 Another study found negative middle school effects to be unrelated to the

use of teacher teaming or other educational practices.7

An understanding of contextual factors may assist in determining whether the findings related to middle

school configurations may be generalized to specific populations. The district level factor most

correlated with the negative effects of the middle school configuration was location, with an urban

setting most significantly negative, followed by small towns and rural areas.8 The school level factor

most correlated with negative effects was larger school size, having even greater impact on students of

low socioeconomic status.9 Two additional studies found that larger grade level cohort sizes in middle

schools were a significant contributing factor to the negative effects of middle school transitions,10

although a third study did not find correlations to cohort size.11

At the student level, the differences in performance between students in elementary and middle school

settings were unrelated to gender or socioeconomic status.12 Academic achievement level was the main

student level factor correlated to negative middle school effects, with significant negative effects on

lower achieving students and no significant effect on higher achieving students.

According to the national middle school association which represents the nation’s middle schools, there

is a lack of empirical research available to answer the question, “What is the impact of moving 5th grade

students to middle school?” In fact, “most of the studies published to date on school transition target

grade 6 for the sample population and do not address the appropriateness of grade 5 inclusion in

elementary or middle schools” (NMSA research summary #8, grade 5 in the middle school. Retrieved on

February 25, 2014 from http://www.ncmle.org/research%20summaris/ressum8.html).

5 National Middle School Association, “NMSA Research Summary #8: Grade 5 in the Middle School,” (1999) Retrieved from

https://castl.duq.edu/conferences/Newmiddle/NMSA_Position.pdf

6 Jonah E. Rockoff and Benjamin B. Lockwood, (2010).

7 Guido Schwerdt and Martin R. West, (2013).

8 Guido Schwerdt and Martin R. West, (2013).

9 Thomas O. Erb, “Middle School Models Are Working In Many Grade Configurations to Boost Student Performance,” American Secondary Education 34, 3

(Summer, 2006): 4-13.

10 Thomas O. Erb, (Summer, 2006); Jonah E. Rockoff and Benjamin B. Lockwood, (2010).

11 Guido Schwerdt and Martin R. West, (2013).

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Phillip J. Cook, et. al, (2008); Jonah E. Rockoff and Benjamin B. Lockwood, (2010).

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Similarly, the study by Cook (Duke University), Macoun (University of California, Berkley), Muschkin and

Vigdor (Duke University) titled, “Should sixth grade be in elementary or middle school? An analysis of

grade configuration and student behavior” examined disciplinary infraction rates and end of grade test

scores for 6th grade and found;

Higher rates of minor disciplinary infractions

Moderate degree of violent and drug infractions

A marked decline in end of grade test scores,

This may be attributable to a number of different variables, such as mechanisms by which grade

configuration may influence students such as:

Assignment to single teacher vs. assignment to a team of teachers

Self-contained classes vs. switching classes

Same group of students vs. between classroom groups of students

The degree of close teacher-student relationships (Cook et al, Working Paper Series, 2007)

It is unfortunate that the study did not look at these and other related school factors.

However, these results do not rule out the logical possibility that the observed differences in 6th grade

are partly due to differences in school reporting practices rather than actual behavior of the students.

Nor do they rule out whether the elevated infraction rates are the result of problems resulting from a

transition to a new school, or rather sustained over time. The study does not follow these students

behavior over time, rather a single year.

While the study utilized sophisticated statistical methodologies such as regression (Binomial and Logit)

analysis and match sampling, as is the case with all studies, there are limitations.

One of the primary limitations of this study is that it is not longitudinal, rather pseudo longitudinal,

meaning it is not an experimental design inclusive of a control and treatment group over an extended

period of time (one school year, 2000-01), nor does it provide for random assignment (match sampling).

To measure impact, it must be measured against the control group and randomized; therefore the

results are more “suggestive” and should not be generalized.

The goal of this particular research study and the goal of our proposal are very different. The research

study goal is to analyze outcomes associated with middle school transitions and complementary end of

grade test scores. Our goal is to create a learning environment with developmentally responsive

practices and programs that match our students’ needs.

The demographics of the sample population as well as community protective and risk factors are very

different. The research study takes place in North Carolina public middle schools drawing from rural to

mid-size cities; majority of the students are youth of color, more than 50% are free and reduced lunch

and less than 50% of the community holds a high school diploma.

Conversely, Neshaminy is a diverse suburban community where the majority of the students are white,

20% free and reduced lunch and over 85% of the community holds a high school diploma or higher.

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Access to educational resources and support services are less so in rural communities and cities than in

suburban communities.

Lastly, the study concludes “our results suggest that the middle school configuration that brings 7th & 8th

graders into regular (not defined) contact with 6th grades is problematic. And, whether the benefits to

the 6th graders would be offset by the exposure effects on younger students is an open empirical

question.”

In the final analysis, decisions about which grades are included in a school are very important and should

be made carefully and supported with applicable evidence that examines the type of program and

qualities of the learning environment, not grade organization as the key to successful experiences for 5th

graders (Jenkins & McKewin, 1992; Epstein & MacIver, 1990).

The 5-8 Study Work group also looked at the social emotional development aspects based on the

research work of Sugai and Horner (School-wide Positive Behavioral Supports), Elias (Character

Education), Steinberg (Adolescent Development), Dweck (GRIT), Fullen (Leadership and School Culture),

Marzano, (Leadership and Student Behavior), White and Middle States (Effective Middle Schools), Kallick

and Costa (Habits of Mind), and the American Pediatrics Academy (Recess) and best practices. Note:

this list is meant to be illustrative not exhaustive.

Preliminary New Middle School Design Components:

What would an effective 5-8 middle school look like in Neshaminy? Core components such as a vision

and philosophy would be the same but varied in actual implementation to account for the differences in

physical layout of each middle school building.

Effective Organization Structure Program of Studies/Services

Vision & philosophy Student centric Teams for each grade with common planning time for teachers Maintain essential elements of an elementary school Physical segmentation of 5/6 from 7/8 5th grade teachers instruct 5th graders Elementary schedule and a secondary schedule

Separate lunches with possible combinations of lunch/recess Extended learning blocks for ELA One or two dedicated science labs to be shared by multiple grade levels-one natural/earth sciences and one physical science Inquiry based, spiraling/integrative science program Manageable team to student ratio (max of 125 students per team) Dedicated targeted intervention period for academics (remediation to enrichment)

Developmentally responsive program

Integrative curriculum

Opportunities for peer leadership/mentoring

Common assessments/grading policy

Adoption of Habits of Mind

Solid social-emotional learning programs across the curriculum

Assemblies to target middle school level social needs/issues

Wide variety of co-and extra-curricular activities

Access to adult advocate

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Flexible start times for grades 5 & 6 and grades 7 & 8

Developmental Reading Program in grades 6, 7 & 8 Communication Program STEM Exploratory World Languages l

Counseling services with counselor looping with students

Tutoring opportunities scheduled

Late busing for after-school activities

Summer reading program

How do we improve middle school overall? By adopting a vision and philosophy that is student centered

and recognizes the unique needs of this student population supported with developmentally responsive

programming.

Key Issues to be addressed:

The key issues to be addressed in the development of a set of comprehensive recommendations include

the following:

What will the program of studies be for students?

How will time be allocated? What will the master schedule look like?

What will the building look like, how will the programs of studies and organization structure

impact the way space is used?

What approach will be used to assess student performance?

How will a smooth transition for students be accomplished?

How will we staff the school (certifications, teacher assignments, teaming, etc.)?

What role will parents play in the governance of the school?

What professional development will the staff require to successfully implement the new

program?

Recommendations:

The projected timeline for Phase 2—Development of Comprehensive set of recommendations is

October 1, 2014.

Phase 2 of the work of this study group began with the expansion of the Study Work Group to include

more members from the community. An intensive and comprehensive examination of the

aforementioned key issues to develop a comprehensive set of recommendations was immediately

undertaken.

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In addition, study group members were broken down into four actions teams: Programming Options

(chaired by Ms. Stephanie Miguelez) , Parent/Student Orientation (chaired by Ms. Judy Brown and Ms.

Karen Blumenfeld), Staff Development (chaired by Ms. Mary Beth Tecce and Ms. Diane Lennon) and

Evaluation (chaired by Mr. David Geanette) to develop plans that further refined the set of

recommendations. (Copies of each team’s action plan are in the appendices).

A total of 35 recommendations were formulated and presented to the Board of School Directors and the

community at large at a Public Board Meeting on January 13, 2015.

Of the 35 recommendations, 31 were adopted as put forth, three (3) were modified and one (1) was

rejected due to organization and structural constraints. More specifically, the recommendation to

establish a lower house by grouping grades 5 and 6 and upper house by grouping grades 7 and 8,

together was rejected due to certification requirements, contractual obligations that had to be honored

and a traditional junior high school culture. Modified recommendations include offering a traditional

World Language program of Spanish and French for one full year in grade 8 only, the addition of a

Whatever I Need - WIN (advisory, enrichment, and remediation, clubs etc.) period for grade 5 and in lieu

of counselors solely looping with students, the addition of a counselor.

Additional recommendations were subsequently adopted to address three areas: 1) Recess 2) Foreign

Language in Elementary Schools (FLES) and 3) a modified 1:1 Technology Initiative. The additional

recommendations are as follows:

1) Institute recess by implementing a 15-20 minute break from academics before the end of the

day; preferably before or after lunch (grade 5)

2) Implement FLES through the Symtalk program with consideration of either during morning

meetings or during the English Language Arts Literacy Block or WIN period rather than during

social studies (grade 5)

3) Plan and implement the modified 1:1 Technology Initiative with consideration of staggering the

roll-out over the course of the 2015-16 school year starting with grades 6 and 5. Note: The

modified 1:1 was subsequently changed to a traditional 1:1 to allow for access to educational

opportunities both in school and at home.

In light of the scope and breadth in planning and implementing a 1:1 Technology Imitative, initially in

grades 5 & 6 with plans to expand to grades 7 & 8 in the out years (budget permitting), a separate

Strategic Planning Committee was convened. The 1:1 Technology Strategic Planning Committee is

chaired by Ms. Kathy Christie, Director of Management Information Services and Mr. Derek Albarran,

Assistant Principal, Carl Sandburg Middle School. It is comprised of teachers, administrators, and

librarians/media specialists.

Also recommended and adopted was the proposal submitted by the Bucks County Intermediate Unit 22

to conduct an evaluation of the District’s 5-8 grade level configuration implementation, at no cost to the

district, and to conduct an on-line school climate survey developed by Panorama Education in all three

middle schools.

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A complete listing of the recommendations and status is included in the appendices.

Community Outreach and Communication:

The District embarked in a strategic multi-media outreach and communication strategy. (Formal

presentations were made at Public Board Meetings and subsequently televised on the Neshaminy

school station on Cable TV, FIOS 43/Comcast Channel 28).

Parents and other interested community members were invited to serve on the 5-8 Study Work Group.

Regularly scheduled status updates were provided at the monthly meeting to the Educational

Development Committee, chaired by Ms. Irene Boyle, Vice President, Board of School Directors. Status

updates were also provided in both the District’s Curriculum in Review and Neshaminy Update

Newsletters.

In collaboration with the executive leadership (Ms. Dawn Yauger/Ms. Kim Kebest, Ms. Kristen Nolan/Ms.

Karen Blumenfeld and Ms. Dawn Sfida/Mr. Frank Tiziano) of the middle school PTOs, three evening

Parent Community Informational Forums were held on March 19 at Carl Sandburg Middle School; March

23 at Maple Point Middle School and April 13 at Poquessing Middle School, respectively. An

informational meeting with elementary teachers interested in moving up to the middle school was held

on April 14, 2015. Student orientations were held at each elementary school led by middle school

principals and assistant principals - Ms. Kelly, Mr. Albarran, Ms. Holland, Mr. Palmer, Mr. Sokol and Mr.

Bodolus and supported by every elementary principal - Ms. Brown, Ms. Burkholder, Mr. Kern, Mr.

Mahoney, Ms. Miguelez, Mr. Modica, Mr. Rodriguez and Mr. Stoneback.

A dedicated 5-8 Transition website was established that included a portal for questions to be submitted

by the community. Student centered and student led video tours of each middle school under the

direction of Mr. Chris Stanley, Community Relations Coordinator were developed and are posted on the

5-8 Transition page on the District website at www.neshaminy.org.

Implementation, Monitoring and Evaluation:

On a parallel track under the leadership of Mr. Don Harm, Assistant to the Superintendent for

Administration, a 5-8 GO-Team was convened on November 7, 2014 to ensure that all operations

adequately supported the 5-8 initiative. The 5-8 GO Team is comprised of Cabinet and Administrators

from Facilities/Transportation/Security (Mr. Paul Minotti), Human Resources (Ms. Terry Hinterberger),

Pupil Services (Mr. Anthony Devlin), Curriculum, Instruction & Assessment (Dr. Gloria Hancock), Public

Relations (Mr. Chris Stanley), Administration (Mr. Don Harm & Ms. Shirley Blumenstock), Business (Ms.

Barbara Markowitz), Purchasing/Procurement (Mr. Tom Sizgorich), Technology (Ms. Kathy Christie),

Middle School Principals/Assistant Principals (Ms. Dawn Kelly/Mr. Derek Albarran, Mr. Andy Sokol/Mr.

Troy Bodolus, and Ms. Joann Holland/Mr. Don Palmer) and Mr. Clarke Stoneback, Principal, Schweitzer

Elementary School.

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Returning to the questions posed at the outset of the Study Work Group inquiry—what would an

effective 5-8 middle school look like in Neshaminy? and, how do we improve middle schools overall? An

effective 5-8 program provides students with a developmentally responsive program of studies designed

to meet the academic and social emotional needs and natural intellectual curiosity of the students and

exemplifies best practices. It provides a safe and supportive learning environment. It provides ample

opportunity for students to begin to assume greater responsibility for their own learning. It offers

educational programming that is both inquiry and project based aimed at problem solving and the

responsible use of technology to support learning. It provides more access to clubs, the arts and music,

intramurals and extracurricular activities and service learning so that students feel connected and

further develops their budding leadership skills.

The pathway to improving middle school overall began last school year with the implementation of a

developmental reading program. Further improvements include bringing back World Languages (French

and Spanish) beginning in grade 8. Offering student choice with the advent of a “Whatever I need

Period,” types of clubs and intramurals/sports provided, equipping young students with the mindset and

skill set to be successful in their future endeavors, their choice of college, career or the military through

instruction in Habits of Mind, and increased integration of technology into the curriculum.

We have begun to re-think the traditional junior high school concept in order to create a school culture

and climate that reflects the very best in best practices for today’s middle schools.

Last, but certainly not least, professional development to support our teachers during the transition will

be held in May and June and will be ongoing throughout the 2015-16 school year.

Now that we are entering the implementation phase of this initiative, the 5-8 Study Work Group will

shift its focus from planning to monitoring. In the 2015-16 school year, meetings will be held on a

quarterly basis to assess overall progress. A formal evaluation of the initiative will be conducted by the

Bucks County Intermediate Unit 22. Formal reports are expected in December (three months), February

(six months) and June (nine months) from the date of implementation, September 2015.